Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Each year, the Board of Studies publishes an examination report describing the performance of
students in the previous year's HSC mathematics exams, outlining their strengths and weaknesses,
common errors and deficiencies, the marking scheme for every question, and advice to this year's
HSC students and teachers. The exams and reports for the 2001 HSC (and other past HSCs) can be
downloaded from the Board of Studies website at www.boardofstudies.nsw.edu.au/hsc_exams.
Also, the Mathematical Association of NSW (MANSW) publishes inexpensive booklets of past
HSC exams with worked solutions (phone 9878-1487 or website www.hsc.csu.edu.au/pta/mansw):
you may be able to purchase these through your school's mathematics faculty.
On the first Saturday of March each year, MANSW also conducts an HSC examiners' day at
Macquarie University (open to all), where senior markers report on and analyse students' responses
on the previous year's HSC exam. This article extracts the main themes from the 2001 HSC exam
reports and examiners day, providing HSC tips for this year's students and teachers. It has been
rewritten annually since 1997 and is based on my 1995 Reflections article, "Ten common mistakes
made by HSC Maths students."
Beware of writing long answers to 1- or 2-mark questions, especially when the question asks
you to justify or explain something in words rather than numbers. In the General Mathematics
questions:
some students wrote 2-page essays. The examiners commented that those students who answered
the question succinctly in dot point or table form were generally the most successful.
George buys a television for $574.20, including 10% GST. What is the value
of the GST component?
According to the exam report, the vast majority of students answered this part incorrectly. Most
misread the question, thinking that $574.20 was the price before GST and calculated 10% of
$574.20. Some other students correctly understood that the $574.20 included the GST, but then
gave the price of the TV set before GST rather than the GST amount itself. As this was a one-mark
question, only the correct answer of $52.20 was accepted.
32 + 122
In Question 1(a) of the Mathematics paper, students had to evaluate correct to three
231 − 122
significant figures, but some students rounded to three decimal places instead.
Students should be aware of double-barrelled HSC questions, where two questions are asked in
one. Quite a number of students were caught out by the following questions from the Mathematics
exam, answering one part but neglecting to answer the other:
Question 3(d): Use the cosine rule to show that x2 – 7x = 120, and hence
find the exact value of x. [4 marks]
Question 6(c)(ii): For what values of x is the curve concave up? Give reasons
for your answer. [2 marks]
In Question 6(c)(ii), only 2% of students scored full marks. Those who found the point of inflexion
but did not test for change in concavity received no marks.
When reading an exam question, identify exactly what needs to be done, using a highlighter to
mark key words if needed. Then after writing the solution, double-check that you have actually
answered the question.
Question 2(b):
(i) Show that the equation of AB is x + 3y – 13 = 0.
(ii) Show the length of AB is 2√10.
(iii) Calculate the perpendicular distance from O to the line AB
(iv) Calculate the area of parallelogram OABC
where the answer to (iii) required the answer to (i) and the answer to (iv) required the answers to (ii)
and (iii). This was also true for Question 5(b) involving logarithms, Question 5(d) involving rates
and volume, and Question 9(a) involving geometry and trigonometry. In the General Maths exam, it
usually applies to the sine or cosine rule question:
Question 24(a):
(i) What is the size of ∠AOB?
(iii) Find the distance from A to B.
with (iii) requiring the use of the cosine rule with the angle in (i).
In these kind of questions, you are being lead step-by-step through the solution, with hints
kindly provided the way. It would seem quite odd otherwise to be asked to find three or four
unrelated things in the same question. Students who fail to notice that the parts of a question are
related often use more complicated or impractical methods of solution that are longer, more time-
consuming and prone to error. Some even end up "re-inventing the wheel," repeating their working
from earlier parts.
Across all exams there was evidence of graphs that were too small or messy to read, drawn
freehand without much effort or attention to detail, without proper scales or labels on axes (despite
the instructions given in Question 26 (a) (iii) above). Students need to bring the necessary
equipment to draw big, clear diagrams. In Question 4(c) above, examiners reported that (p.8) "the
best sketches of y = 3 sin 2x were achieved by those candidates who used a template, and then
fitted the appropriate scales."
Question 25 (a) (ii) 1, General Mathematics: Copy the tree diagram, and
complete the diagram by writing the probabilities on all the branches.
Question 7 (b) (i), Mathematics: What is the probability that he connects for
the first time on his second attempt?
In Question 25 above, examiners reported that many students read "complete the diagram" to mean
add more branches to it rather than write the probabilities on the branches. Students also did not
take into account that after the first selection there would be one less person, and wrote incorrect
fractions on the second level of branches.
Some students still have trouble knowing how to use a tree diagram to solve a problem—what
to do with the probabilities on the branches. Common mistakes include adding them instead of
multiplying or vice-versa, or adding or multiplying fractions incorrectly without the aid of a
calculator. The correct answer to Question 7(b) of the Mathematics paper was 0.25 x 0.25 x 0.25 =
0.015625, but many students rounded this answer unnecessarily to 0.016, scoring zero marks for an
incorrect bald answer as this was a one-mark question.
Calculate the probability that the selection includes exactly one female.
some students misinterpreted "exactly one female" to include "two females." In probability
problems, it is very important that you understand the subtle differences between phrases such as
"at least one," "at most one," "more than one" and "exactly one".
As well as mastering your mathematical skills, you should spend considerable study time
learning the language of General Mathematics. A personally-compiled glossary of key terms would
be a valuable addition to your course notes.
Question 23(a) described the negative correlation between batting order and runs scored by each
batter on a cricket team, but many "cricket commentators" went too far and wrote essays on their
knowledge of the game and the current progress of the Australian cricket team, which was
irrelevant to the question. Question 25(a) asked for the probability of a woman being randomly
selected from a group of 8 people to leave an island, but too many "TV reviewers" decided to give
their own opinions about the American TV series Survivor. Again, too much (unnecessary)
information! Question 23(c) analysed the heights of trees in two parks, but instead of examining the
given data, some students submitted 2-page stories about the skills of the council workers, the dates
of tree-planting and the amount of rain and sunshine in both parks. All this for a 3-mark question!
In these situations, stay focused on answering the question and be careful you don't waffle on.
As mentioned previously, presenting your arguments concisely in dot point or table form can earn
good marks. Stick with the facts—your job is to analyse and interpret the calculated results, not to
give some personal opinion with no mathematical evidence. Let's make one point perfectly clear:
there is no place for creative writing in a mathematics exam!
Preliminary course
DA2: Data collection and sampling 2 marks Question 25 (b) (iv): random sampling
DA3: Displaying single data sets 2 marks Question 25 (b) (i), (ii):
cumulative frequency and median
DA4: Summary statistics 1 mark Question 8: mean
HSC course
DA5: Interpreting sets of data 11 marks Questions 15, 16, 21, 23(c), 25(b)(iii):
comparing two data sets
DA6: The normal distribution 4 marks Questions 19, 23(b): z-scores
DA7: Correlation 3 marks Question 23(a): scatterplot and correlation
so this is another area that requires significant study and revision. General Mathematics students
need to be familiar with the many different types of statistical displays, the statistical jargon and
terminology, and be prepared to compare the data and displays of different distributions,
commenting upon their shape, skewness, clustering and measures of location and spread. With the
normal distribution, you must know the meanings of z-scores and the 68%, 95% and 99.7% limits.
understand the logarithm and exponential laws and that you are able to use them to simplify,
evaluate or solve expressions and equations involving ln x and ex. Know the derivatives of
exponential and logarithmic functions and their associated integrals. Understand that ln x and logex
mean the same thing, and when calculating natural logarithms use the ln key on your calculator, not
the log key (which actually stands for log10x).
Question 8(a) of the Mathematics paper was an exponential growth problem which was
generally well done. Students should know that in the exponential function N = Noekt, No is the
initial value or population while k is the growth constant. In these problems, k is usually a decimal
so it is important that students do not round off its value otherwise the accuracy of the final answer
will be affected. The unrounded value of k can be left on the calculator and recalled (from display,
memory or the ANS key) when needed in further calculations.